This piece demonstrates a creative practice that invites educators from diverse backgrounds to consider the memories, stories, and cultural histories alive within them. How we carry and know our own stories influences how we can critically and reflexively enact or challenge policies of cultural responsivity in education. Given that the political landscapes in education get remade over and over, the threads of our personal histories remain vital to remember, so they, too, do not move into the realm of forgetting. To connect, in an ongoing way, to our unique heritages and stories is to challenge current policy proposals that intend to privatise historical and cultural education, risking fragmentation and dissociation. This piece uses a diffractive storytelling approach through critical autoethnography to consider how material artefacts are imbued with histories and stories. This article traces my memories as a Pākehā (immigrant of European origin) educator in Aotearoa, New Zealand, from Scotland, through the artefact of a tartan quilt. I demonstrate how educators may use creative practices to remember and trace the threads of their stories through their material artefacts, elucidating the lenses from which they teach so they may equip students with the tools to navigate political influences within their own stories.

中文翻译：

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格子呢的故事：用衍射故事讲述新西兰白种人教育者的教育政策

这篇作品展示了一种创造性的实践，邀请来自不同背景的教育工作者思考他们内心的记忆、故事和文化历史。我们如何承载和了解自己的故事会影响我们如何批判性地、本能地制定或挑战教育中的文化责任政策。鉴于教育领域的政治格局一次又一次地被重塑，我们个人历史的线索仍然至关重要，因此它们也不会进入遗忘的领域。以持续的方式与我们独特的遗产和故事联系起来，就是挑战当前旨在将历史和文化教育私有化的政策建议，冒着分裂和分离的风险。这件作品通过批判性的自我民族志使用衍射讲故事的方法来思考物质文物如何充满历史和故事。这篇文章通过一件格子呢被子的工艺品追溯了我作为来自苏格兰的新西兰新西兰白人教育家的记忆。我展示了教育工作者如何利用创造性实践，通过物质文物来记住和追踪故事的线索，阐明他们教学的视角，以便为学生提供在自己的故事中驾驭政治影响的工具。